PT  - JOURNAL ARTICLE
AU  - Thomas S. Dee
TI  - Teachers and the Gender Gaps in Student Achievement
AID  - 10.3368/jhr.XLII.3.528
DP  - 2007 Jul 01
TA  - Journal of Human Resources
PG  - 528--554
VI  - XLII
IP  - 3
4099  - http://jhr.uwpress.org/content/XLII/3/528.short
4100  - http://jhr.uwpress.org/content/XLII/3/528.full
SO  - J Hum Resour2007 Jul 01; XLII
AB  - A prominent class of explanations for the gender gaps in student outcomes focuses on the interactions between students and teachers. In this study, I examine whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This study’s identification strategy exploits a unique matchedpairs feature of a major longitudinal study, which provides contemporaneous data on student outcomes in two different subjects. Within-student comparisons indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teacher’s subject.